Even though a high IQ is no guarantee of prosperity, prestige, or happiness in life, our schools and our culture fixate on academic abilities, ignoring the emotional intelligence that also matters immensely for our personal destiny.
When it comes to exploring the mind in the framework of cognitive neuroscience, the maximal yield of data comes from integrating what a person experiences - the first person - with what the measurements show - the third person.
Teachers need to be comfortable talking about feelings. This is part of teaching emotional literacy - a set of skills we can all develop, including the ability to read, understand, and respond appropriately to one's own emotions and the emotions of others.
The Harvard Business Review recently had an article called 'The Human Moment,' about how to make real contact with a person at work: ... The fundamental thing you have to do is turn off your BlackBerry, close your laptop, end your daydream and pay full attention to the person.
School success is not predicted by a child's fund of facts or a precocious ability to read as much as by emotional and social measures; being self-assured and interested: knowing what kind of behavior is expected and how to rein in the impulse to misbehave; being able to wait, to follow directions, and to turn to teachers for help; and expressing needs while getting along with other children.
What seems to set apart those at the very top of competitive pursuits from others of roughly equal ability is the degree to which, beginning early in life, they can pursue an arduous practice routine for years and years.